新版PEP五年级下册 Unit 5 Whose dog is it？ Part B Read and writeRobin at the zoo一、教材分析本课是是根据新版PEP五年级下册 Unit 5 Whose dog is it？Part B Read and write 一课而设计的一堂英语阅读课通过阅读故事，让孩子学会捕捉文本、阅读文本、拓展文本、运用文本的能力，进一步提高孩子学习和使用英语的兴趣二、教学设计本课是以罗宾在动物园为主题，围绕七幅图而展开的故事这堂课应当是以任务贯穿读、写的活动，让学生通过感知－理解－应用的思维来增长知识，发展能力因此，教学设计从以下两个方面入手：1. 通过阅读学习，有助于提高学生的阅读能力和自主学习能力2. 通过阅读进行语音处理、单词处理和句子处理；通过阅读在理解、运用的过程中培养学生的语言输出能力，即说话能力和写话能力三、教学目标 （一） 知识目标1. 能运用本课的主句型“What are you doing? I’m looking at… I’m…like…” 在不同的情境中进行交流2. 在老师的帮助下，能正确理解和朗读短文内容，能够对本课内容进行适当的改写或续写。
二）技能目标1. 能初步掌握阅读的方法与技巧2. 正确理解短文内容，能够进行简单的改写或续写三）情感目标读懂Read and write部分的对话，并能从中获取人生小道理: 动物是人类的好朋友，爱护动物，珍惜动物四、 教学重点和难点1. 重点：掌握句型What are you doing? I’m looking at… I’m…like…并能够将本部分的知识点灵活地运用到生活当中2. 难点：能够理解生词excited 和 like 在语境中的意思 五、教法与学法情境法、任务型教学法、听读法、对比讲解法六、 教学准备课件、单词卡片七、教学过程Ⅰ. Warm-up1. Greetings T: Hello, boys and girls! Let’s have class , I’m your new English teacher. First, let’s get to know each other.2. Listen, read and judge.PPT: Say ‘Yeah, Yeah, Yeah’ if you think it is true.Say ‘No, No, No’ if you think it is false. （1） About you You can eat like a rabbit. You can climb like a monkey. You can run like a tiger.（2） About meI can dance like a bear.I can swim like a fish.I can walk like Robin.【设计意图：通过轻松愉快的真实交流，建立融洽的师生交流渠道， 为新授作了铺垫，让孩子初步感知like在不同语境中的意思。
Ⅱ. Lead-inT: Robin is my friend, can you guess: Where is Robin?（PPT：Robin and zoo）S1: At the zoo. T: Yes, Robin is at the zoo. (T show topic: Robin at the zoo, Ss read.)Ⅲ. Presentation※Pre-reading 阅读前，创设情境，排除学生阅读障碍T: Robin is at the zoo, is he happy? Ss: Yes.T: Is he excited ? Ss: Yes.PPT: (three pictures)T: Look! My daughter can sing very well, so I’m excited.（T用夸张的语言和动作来表现excited， 让孩子能预测单词意思If you get a good mark, you will be（引导学生说出excited）Robin is at the zoo, he is so（Ss：excited）T: What’s the meaning of excited ? S1 answer.Ss follow T: excited. Group read: Robin is excited. (PPT: sentence)【设计意图：excited是生词，为了能让孩子领悟到意思，我通过不同方式的呈现，让孩子主动说出单词并学会在不同的语境中运用。
※While-reading阅读中，巧设任务，培养学生阅读策略技能Step1:Teach “What are you doing? I’m looking at …” （1） Guess and say. 问题引领，预测信息T: Robin is excited, why? I think he see many animals. Can you guess? What animals does Robin see? (PPT: Show question)Ss guess.（2）Listen、look and answer. 整体扫读，捕捉信息T: May be you are right. Now let’s enjoy the story, ok?PPT: 以翻书的特效配有课文录音和内容同时播放T：Wow，a funny story! What animals does Robin see?T: Let’s check the answer. Read together.（PPT: picture and word）a bear、 a tiger 、a monkey 、a bird 、an elephant、 some rabbits、fish （3）Look and sayT: You are clever! You’re right! Robin likes the animals so much. Let’s ask “Robin, robin, what are you doing?”（Ss clap hands and ask.）PPT: I’m looking at a bear. (sentence and Robin ’s sound)Ss listen and follow , T write “What are you doing ? I’m looking at …” on the board.T: Now let’s ask and answer. You ask me “Miss Cai, Miss Cai, What are you doing?” T: I’m looking at a bear. （加上动作，看着熊的单词卡片在情景中说）Ok，it’s your turn, practice with your partners, one ask , one answer. I’ll give you one minute.Pair work show.【设计意图：本环节让学生先发表自己的见解，并在预测中铺垫本课的句型，扫清阅读的障碍，帮助学生减低阅读难度,激发学生的阅读兴趣。
接着观看课文PPT，视听结合,学生在阅读的过程中整体把握课文脉络，了解本课内容梗概Step2:Teach picture1（Teach: I’m…like…）T: Robin is at the zoo. He says “I’m looking at a bear.” （PPT：Robin’s picture and sentence.）T: And the bear is dancing. （PPT：bear’s picture and word.） What is Robin doing? （PPT：Robin’s picture and sound: I’m dancing like a bear.）PPT: Show picture 1（I’m dancing like a bear.此句子用红色横线标注，为接下来自主阅读从短文中寻找答案做铺垫T: This is the picture 1.Let’s read together. Boys read, girls do the action. Now , change ,please.（边说边把单词卡dancing 贴在黑板上。
设计意图：此环节是老师带着孩子阅读，在享受阅读的同时，渗透阅读的方法于是我以第一幅图为例，巧妙的由Robin-bear-dancing，引出另一个主句型“I’m…like…”，同时，突出此句型为孩子接下来的自主阅读作铺垫 Step3: Teach picture 2-5问题深入，自主阅读（1）Read and underline. 自主默读，划出关键句子T: Now, let’s look at the picture 2-5. What is Robin doing?(PPT: picture 2-5 and question)T: Please read by yourselves and underline the key sentences, ok? OK, two minutes.T: Have you got it? Ss answer. （根据孩子的回答PPT将四幅图中I’m …like…红线标注） T: Robin can do many things. He says （引导孩子说出I’m eating like a rabbit. I’m running like a tiger. I’m walking like an elephant. I’m climbing like a monkey. T根据孩子所说，将四个单词逐一贴在黑板。
T write sentence “I’m…like…” on the board.（2）Group work: Choose and read . 合作阅读，选择喜欢的图片朗读并表演T: From picture 2-5, which picture do you like best? You can choose and read in your group. I’ll give you 2minutes.T: Who like picture 2? Ok ,stand up! Try to read. （部分孩子朗读）T: Great! T: Who like picture 3? （个别孩子朗读）T: Oh, your voice is beautiful!T: Who like picture 4? （见机行事，可以个别孩子朗读也可以集体朗读T：You are wonderful!T：Oh, I like picture 5 best. Who like picture 5? Let’s read together!【设计意图：让学生带着问题阅读课文，发挥学生的自主学习和探究意识，引导学生思考，进一步搜集并获取具体信息，并划出关键句型，回答相关问题，将阅读推向深入。